Innova schools is an initiative of a corporate group

Interbank
The entrepreneurs involved in this initiative want to answer the problem of
quality of education in Peru

Two myths need to be broken down

 Quality of education is expensive
 Education is not profitable
¿Cuánto aprenden los
niños en el Perú?
By 2011, only 30% of the second graders had
developed reading comprehension skills at a
satisfactory level

Fuente: ECE 2°Prim - MED

Evolución del Rendimiento
ECE 2007-2011

Fuente: ECE 2°Prim - MED

Mathematics, only 13% of the second grade children
reached a satisfactory level of achievement

Fuente: ECE 2°Prim - MED

Evolución del Rendimiento
ECE 2007-2011

Fuente: ECE 2°Prim - MED

 PISA-OECD 2009 international assessment
mathematics and reading literacy
Evaluación PISA 2001 Evaluación PISA 2009

37 Brasil 61 Qatar
38 Macedonia 62 Perú
39 Indonesia 63 Panamá
40 64
Albania Azerbaiján
41 65
Perú Kyrgyzstán

Base: 41 países Base: 65 países

Fuente: PISA
How do we want to answer to
this?
 Our vision

Give the children in Peru access to a quality

education based on international benchmark.
 Our mission

Develop the highest potential of our children

so that they can achieve higher life
standards through self-learning, creativity,
innovation, use of new technologies,
decision making, and social responsibility.
We are already operating 18 schools in Perú

1. Chorrillos
2. San Miguel 1 y 2
3. Surco
4. Villa El Salvador
5. Los Olivos
6. Campoy
7. Cantogrande
8. Carabayllo
9. Callao
10. Chaclacayo
11. San Martin de Porres
12. Ate Vitarte
13. Santa Clara
14. Puruchuco
15. Rimac
16. Santo Toribio
17. Chincha
18. Nuevo Chimbote
 What is our commitment with the education in Perú?

• Build an operate 70 schools within the next 7 years.

• Develop an educational model that sets the trend in the
region.
• Develop a prestigious brand in the educational sector
• Develop a recruitment and a training system that will
guarantee quality teachers in all of our schools.
• Set up a good working atmosphere at Innova Schools.
 What are the goals we have set up?

• Become a “great place to work” not only for the

teachers but for the administrative personnel.
• Develop a quality assurance program for back office
and each of our schools.
• Achieve the development of the whole child, each and
every child in our schools.
• Accomplish our financial goals.
• Achieve high quality education at a low and
reasonable cost in the country and the region.
 Some of the challenges we are already facing
• Market segmentation: low income families with a
monthly income of 1,100 US dollars per month. Focus
on not raising tuition to guarantee these targeted
families access to a quality education.
• Growth model: 70 schools in 10 years, an average of 8
new schools per year, the speed of implementation
forces us to come up with strategic ways to reduce time
for the full implementation of crucial processes:
students learning.
•
 Some of the challenges we are already facing

• During the first three years of life, the schools for

the most part are novice institutions.
• Most of the processes need to be consolidated:
admission, registration, teacher mentoring,
logistics, parent meetings, full implementation of
our socio-constructivist and personalized learning
model.
 Some of the challenges we are already facing
• 70 schools: a population of 80 000 students , 6 500
teachers and approximately 120 000 parents.
• Assure land bank, this year for the first time we will be
opening two schools outside of Lima: teacher
recruitment and training, and the question of
standardized vs. diversified curriculum.
Nuevo Chimbote School Chincha School
 Some of the challenges we are already facing

• Young teachers are more open to our teaching

methodology, however we face the problems and
risks associated to hiring novice teachers.

• Students entrance level, many of or children pose

big challenges to our novice teachers: conduct or
learning difficulties, attention and concentration
issues; added to this, the lack of stimulus
associated to contexts of poverty and scarcity.
We have developed several models:
architecture, finance, educational,
Human resources, quality assurance
We offer education for the whole student
to prepare them for the future
This offer is based in four pillars
An infrastructure specifically thought to
enhance learning
Sede IS Carabayllo
Sede IS Callao
Sede IS Surco
Sede IS Santa Clara
Nuevo Chimbote
School

Chincha
Our learning model
 MODELO
ACADÉMICO
29
 Blended Learning at Innova

GROUP LEARNING
TEACHER-LED

100%
70%

30 students 30 students
1 teacher 1 teacher

SOLO LEARNING
STUDENT-LED

30%
60 students with technology
1 teacher
 Group learning

Recursos de
aprendizaje
Chat
Desarrollos Redes Buscadores
curriculares sociales

E-Mail
plataforma
Interactividad virtual
Equipos de
aprendizaje Webquest

Interacciones Profesor
en clase facilitador
Comunidades
de
aprendizaje
Group learning
Solo learning
Solo learning: student led, autonomous learning
 Innovation Program
• The aim is to create in the
students the ability to design
ideas for change that will
• Promotes innovation creativity,
have impact in the
critical thinking, problem
community.
solving, communication and
collaboration.

• Strategy focused on four

phases: exploration, design,
experiment and share the
ideas/projects to solve the
challenges posed.
IP pilot
Implementation of a learning assessment process

• Assessment in both cognitive and

attitudinal competences: Math, Reading
and comprehension; but also team
work, autonomy, leadership
• Think about the information we provide
to stake holders to focus on continuous
improvement
• Teacher evaluation: formative and
summative assessment
We have already implemented a quality control
process

Self-assessment
Process currently
implemented at all
Continuous schools
improvement
process

Improvement
plan
TEACHER
RESOURCE
CENTER
Teacher selection and teacher training

Teacher selection
• Each new school requires 22 teachers to star operating.
• We open 8 schools per year.
• Selection rate is1/8 once the documentation phase is
finished.
• All this in a context of scarcity of teachers

Professional development
• 60 hours of the immersion to the culture of Innova Schools
• 160 hours of initial training on our teaching methodology.
• 60 hours throughout the school year for schools term
planning
• A set of learning opportunities where professionals are
trained in the competences that are specific to their jobs
 Assuring the implementation of our teaching
methodology

Teaching Teacher
methodology Teacher training
design mentoring

Teacher mentoring system: systematic and frequent class

observations and feedback during the whole school year.

We have hired and trained a net of specialists (core

courses) that do the mentoring in different schools
clusters.

Design and application of class observation sheets that

are aligned to our pedagogic model: discipline, groups
and solo learning etc..
 Students learning and parent involvement

Through experience they come

to understand how their
children learn.

They participate in
workshops and other types
of activities: parents
schools
Innovation at the core, a team of teachers and parents
in the joint venture of forming leaders with values